A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/12010 |
Resumo: | The migration of educational materials to hand-held devices such as tablet computers affords the possibility of offering high levels of interactivity in presenting animations so, research is needed to assess the pedagogic value of incorporating sophisticated interactivity features into lessons on hand-held devices. Engineering students (in Experiment 1) and non-engineering college students (in Experiment 2) spent 5 minutes studying an animation showing a 6-step maintenance procedure for a mechanical device called a Power Take-Off presented on an tablet computer The animation involved low levels of interactivity (i.e., pause and continue buttons on the touch screen), high levels of interactivity (i.e., rotation through dragging movements and zoom through pinching movements as well as pause and continue buttons), or no interactivity (in Experiment 2 only). Overall, across both experiments, students who received high interactivity reported higher interest but did not show better learning as compared to the low or no interactivity group. However, in Experiment 2, students who rated themselves as verbal learners produced higher interest ratings and higher learning scores for high interactivity rather than low or no interactivity, but this pattern was not found for visual learners. Also, in Experiment 2 verbal learners and low self-regulated learners who showed higher level of interest produced higher learning scores than visual learners and high self-regulated learners who showed lower level of interest, respectively. |
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Pedra, AgnaldoEscolas::EAESPLeite, Jaci CorrêaSamartini, André Luiz SilvaMassote, Alexandre AugustoOliveira, Jayr Figueiredo deAlbertin, Alberto Luiz2014-09-08T16:42:53Z2014-09-08T16:42:53Z2014-08-29PEDRA, Agnaldo. A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia. Tese (Doutorado em Administração de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2014.http://hdl.handle.net/10438/12010The migration of educational materials to hand-held devices such as tablet computers affords the possibility of offering high levels of interactivity in presenting animations so, research is needed to assess the pedagogic value of incorporating sophisticated interactivity features into lessons on hand-held devices. Engineering students (in Experiment 1) and non-engineering college students (in Experiment 2) spent 5 minutes studying an animation showing a 6-step maintenance procedure for a mechanical device called a Power Take-Off presented on an tablet computer The animation involved low levels of interactivity (i.e., pause and continue buttons on the touch screen), high levels of interactivity (i.e., rotation through dragging movements and zoom through pinching movements as well as pause and continue buttons), or no interactivity (in Experiment 2 only). Overall, across both experiments, students who received high interactivity reported higher interest but did not show better learning as compared to the low or no interactivity group. However, in Experiment 2, students who rated themselves as verbal learners produced higher interest ratings and higher learning scores for high interactivity rather than low or no interactivity, but this pattern was not found for visual learners. Also, in Experiment 2 verbal learners and low self-regulated learners who showed higher level of interest produced higher learning scores than visual learners and high self-regulated learners who showed lower level of interest, respectively.A migração de materiais educacionais para dispositivos portáteis, tais como computadores do tipo tablet, torna possível oferecer altos níveis de interatividade na apresentação de animações e, dessa forma, pesquisas são necessárias para avaliar o valor pedagógico de incorporar recursos sofisticados de interatividade em lições para dispositivos portáteis. Estudantes de Engenharia (no Experimento 1) e estudantes de nível superior de outras áreas (no Experimento 2) estudaram por 5 minutos uma animação mostrando, em um computador do tipo tablet, os seis passos de um procedimento de manutenção para um dispositivo mecânico chamado Tomada de Força. A animação envolveu um baixo nível de interatividade, no qual os estudantes eram capazes de reproduzir, pausar, avançar e voltar a animação por meio de botões acionados em tela sensível ao toque (touch screen); um alto nível de interatividade, no qual os estudantes podiam também tocar e deslizar um dedo na tela para rotacionar a animação ou ainda tocar a tela com dois dedos abrindo-os ou fechando-os para ampliar ou reduzir a animação; ou nenhuma interatividade (apenas no Experimento 2). De forma geral, em ambos os experimentos, os estudantes que utilizaram alto nível de interatividade reportaram maior interesse, mas não mostraram melhor aprendizagem, comparados aos grupos de baixa ou nenhuma interatividade. Entretanto, no Experimento 2, estudantes que se classificaram como alunos verbais demonstraram maior interesse e obtiveram pontuações mais altas de aprendizagem com alta interatividade, em vez de baixa ou nenhuma interatividade. Esse padrão, contudo, não foi encontrado entre os alunos visuais. Também no Experimento 2, os alunos verbais e os alunos com baixo nível de autorregulação de aprendizagem, que manifestaram alto nível de interesse, obtiveram pontuações mais altas de aprendizagem do que os alunos visuais e os alunos com alto nível de autorregulação de aprendizagem, que manifestaram baixo nível de interesse, respectivamente.porAnimaçãoAutorregulaçãoEstilo de aprendizagemAdministração de empresasSistemas multimídiaCogniçãoPsicologia da aprendizagemA interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVinfo:eu-repo/semantics/openAccessORIGINALTese_REVISÃO FINAL.pdfTese_REVISÃO 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|
dc.title.por.fl_str_mv |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
title |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
spellingShingle |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia Pedra, Agnaldo Animação Autorregulação Estilo de aprendizagem Administração de empresas Sistemas multimídia Cognição Psicologia da aprendizagem |
title_short |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
title_full |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
title_fullStr |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
title_full_unstemmed |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
title_sort |
A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia |
author |
Pedra, Agnaldo |
author_facet |
Pedra, Agnaldo |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EAESP |
dc.contributor.member.none.fl_str_mv |
Leite, Jaci Corrêa Samartini, André Luiz Silva Massote, Alexandre Augusto Oliveira, Jayr Figueiredo de |
dc.contributor.author.fl_str_mv |
Pedra, Agnaldo |
dc.contributor.advisor1.fl_str_mv |
Albertin, Alberto Luiz |
contributor_str_mv |
Albertin, Alberto Luiz |
dc.subject.por.fl_str_mv |
Animação Autorregulação Estilo de aprendizagem |
topic |
Animação Autorregulação Estilo de aprendizagem Administração de empresas Sistemas multimídia Cognição Psicologia da aprendizagem |
dc.subject.area.por.fl_str_mv |
Administração de empresas |
dc.subject.bibliodata.por.fl_str_mv |
Sistemas multimídia Cognição Psicologia da aprendizagem |
description |
The migration of educational materials to hand-held devices such as tablet computers affords the possibility of offering high levels of interactivity in presenting animations so, research is needed to assess the pedagogic value of incorporating sophisticated interactivity features into lessons on hand-held devices. Engineering students (in Experiment 1) and non-engineering college students (in Experiment 2) spent 5 minutes studying an animation showing a 6-step maintenance procedure for a mechanical device called a Power Take-Off presented on an tablet computer The animation involved low levels of interactivity (i.e., pause and continue buttons on the touch screen), high levels of interactivity (i.e., rotation through dragging movements and zoom through pinching movements as well as pause and continue buttons), or no interactivity (in Experiment 2 only). Overall, across both experiments, students who received high interactivity reported higher interest but did not show better learning as compared to the low or no interactivity group. However, in Experiment 2, students who rated themselves as verbal learners produced higher interest ratings and higher learning scores for high interactivity rather than low or no interactivity, but this pattern was not found for visual learners. Also, in Experiment 2 verbal learners and low self-regulated learners who showed higher level of interest produced higher learning scores than visual learners and high self-regulated learners who showed lower level of interest, respectively. |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-09-08T16:42:53Z |
dc.date.available.fl_str_mv |
2014-09-08T16:42:53Z |
dc.date.issued.fl_str_mv |
2014-08-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PEDRA, Agnaldo. A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia. Tese (Doutorado em Administração de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/12010 |
identifier_str_mv |
PEDRA, Agnaldo. A interatividade na aprendizagem: uma perspectiva cognitiva utilizando conteúdo multimídia. Tese (Doutorado em Administração de Empresas) - FGV - Fundação Getúlio Vargas, São Paulo, 2014. |
url |
http://hdl.handle.net/10438/12010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
bitstream.url.fl_str_mv |
https://repositorio.fgv.br/bitstreams/fbc7b474-4de4-4879-b36f-daf335a695f6/download https://repositorio.fgv.br/bitstreams/077c981d-f8e3-4e95-8e34-dd002a18f098/download https://repositorio.fgv.br/bitstreams/76b47c3b-25fd-4e94-99d8-8e4879f3dff4/download https://repositorio.fgv.br/bitstreams/7274f356-7232-4ea2-8544-36c9bef511fa/download |
bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
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1810023762427379712 |